The PhD program in Nutrition is designed to prepare future leaders and innovators who can expand our knowledge about food and health, solve nutrition-related problems, propose effective nutrition policies, guide new product and service development, and be effective researchers, communicators and educators. To ensure that graduates are prepared for these roles, students will be expected to demonstrate:

Ability to conduct original scholarly research, develop skills in research methodologies and grant writing, understand research ethics, and effectively dissemination research findings via peer-reviewed publications, seminars, and practical applications such as teaching.

Based on simpllified content on the PhD Nutrition Program website:

Students in the Intercollege Nutrition PhD Program will be expected to demonstrate:

Comprehensive understanding of core nutrition knowledge

Advanced scholarship in a specialty area

Appropriate exposure to social and career-building disciplines

Develop skills in research methodologies demonstrated by conducting original scholarly research

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)

Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2:

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

Curriculum map is currently under revision - had one initial discussion with faculty but revision needs to be confirmed

Revision of the curriculum informed based on feedback from last assessment report as well as the poor performance of one student on the qualifying examination which instigated the need to re-examine the core curriculum which led to the investigation of all SLOs having an appropriate assessment point

Rubrics modified to note which specific examination domains are associated with an SLO

Surveys distributed to teaching advisor for 2 students teaching experience

Results don't clearly demonstrate how well student is doing in regard to teaching. Noted from feedback that one student gave lessons while the second student did not. Therefore, developed a teaching experience rubric to more adequately address the SLO related to dissemination (#7)

Results of curriculum map revision activities informing the revision of requirements to include specific classes in the list of required classes (e.g. specific grant writing class and a specific career building skills class) as well as to modify the dissertation proposal format to be a mock grant as an assessment point for SLO #5 on grant writing.

Will need to develop programmatic benchmarks for meeting SLOs based on rubrics

13) What best describes how the program used the results? (Check all that apply.)

14) Please briefly describe how the program used the results.

Make recommendations on required coursework and modification for dissertation proposal format to align with mock grant proposal

Creation of rubric for assessing teaching experience

Modification of rubric to assess appropriate SLO

Reinvigorated collaboration and planning with MS Nutritional Sciences Program on curricular changes.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

Opened up discussion among faculty for other opportunities for alignment with other courses.

Assessment will contribute to a stronger program.

Strengthened momentum for curricular changes.

Will also share with current students to gather feedback on proposed changes.

Opportunity for the program Assessment Coordinator to attend the 3-d Assessment training in August was also very helpful to this process (Mahalo!)

16) If the program did not engage in assessment activities, please explain.